（英语语言文学专业论文）英语课堂用语研究.pdf

3 abstract this thesis discusses how ce could be brought into english teaching classroom for the purpose of helping develop students communicative competence and raise teaching quality. the thesis is divided into five chapters. chapter one is to describe the need of a study on ce by means of reviewing the background and the nature of esl classroom teaching and learning in china. in chapter two, i have given an overview of some functions of ce in terms of the necessity for my study. chapter three is the focus of the thesis in which, with the help of 37 real classroom samples, i have described some features of ce on phonological, lexical, syntactical and textural levels. chapter four briefly covers the importance of linguistic and non-linguistic contexts in ce. the last chapter deals with a preliminary exploration on how non-native english speaking teachers improve ce for the purpose of effectively raising teaching quality. in the conclusion, i have also made some suggestions about further work for the observation and research on ce and of teachers improvement on their professional language competence. 4 内容摘要 本文主要讨论如何把英语课堂用语引用于英语教学课堂以培 养学生的交际能力提高教学质量全文分为五部分第一部分通 过回顾中国的英语课堂教学背景及其本质, 阐述研究英语课堂用语 的必要性第二部分从研究的必要性出发引述英语课堂用语的四 种作用第三部分是全文的核心通过 3 7个课堂实例从语音层 词汇层句法层和语篇层说明英语课堂用语的特性第四部分简要 地叙述情景语境和文化语境在英语课堂用语中的重要性最后一部 分初步探讨非母语英语教师如何提高英语课堂用语能力有效地提 高教学质量结论部分提出一些有关进一步研究英语课堂用语的建 议并提出如何更好地使我们的英语教师提高课堂专业语言能力的 设想 5 introduction with the development of reform and opening to the outside world, english second language teaching and learning has been more and more seriously taken in china. but how to effectively teach english through english is still an open issue. students writing competence is, to great extent, higher than their competence of spoken proficiency. one major factor is that our teachers are not able to exploit classroom english (stated as ce hereafter) in the classroom teaching. there is a large gap between english second language (esl) teaching and the real english communication. our students are still unable to communicate properly in english after having been taught such language for six to ten years. these problems have been taken into much consideration in the field of esl teaching and learning in china. in esl teaching classes, there are many ways of transferring language messages among which the most important one is the exploitation of ce the teacher conveys english teaching messages through ce. thus, ce is the most significant message-transmitting tool for a teacher of english to teach esl in the classroom. the master linguist of pre-soviet union, homlinsky says: teacher talk extremely determines the efficiency of the students mental work. the aims of esl teaching are very often defined with reference to the four language skills: listening, speaking, reading and writing. these aims, therefore, relate to the kind of classroom activity that the students are to perform. thus, esl teaching involves developing the students ability of language production for the purpose of the communicative proficiency. a human being can not speak when is born. however he is able to listen to acquire the sense-of-sound that is one of the vital factors for understanding and speaking. how to develop the sense of sound for esl students is a considerable issue for us teachers of english. linguists believe that reinforcing listening is an effective way for developing the sense-of-sound. esl students largely acquire their language competence in the teaching classrooms from their teachers. thus it requires that teachers of english should have not only the high quality of english knowledge and english teaching theories but also the strong ability of using english in teaching. we believe that people get familiar with what they hear and learn what they do. it is, too, true for learning english. students get familiar with the 6 language used by the teachers in classes, and learn to use some of it when they practice with it. during the last decades, many factors involved in esl teaching-learning process have been discussed: methods, for instance, materials, student groups, and teacher preparation. teacher talk has been also discussed in some ways: structure and its analysis, for example. there are, however, other aspects which i think deserve more detailed discussion. they are the functions and the features of ce and how they should be properly performed in the esl teaching classroom by teachers and how they influence the students attitude and result towards learning. in the field of elt, where communication has a primary role, ce is vital. we are actually very far from being able to make a proper study on the linguistic and non-linguistic levels involved in the act of esl learning. but there are unfortunately a considerable number of teachers in this field who still labor under the improper assumptions and whose classroom talk is thus affected. i luckily benefited from my teachers whose classroom talk has been giving me great help in my previous interpretress life and my present teaching career, and i have been deeply experiencing what role ce acts as. therefore, i would like to much more devote myself to the study on this respect, though my study is still superficial, i would take no care of all efforts, including learning from my teachers and colleagues, and practicing more in person. in this thesis, with the help of my supervisor and other teachers, i have tried to concentrate my most attention on some features of ce in chapter three and on how to improve ce for raising teaching quality in chapter five. i have also made my efforts to review some functions of esl classroom teaching talk in chapter two and to scrutinize non-linguistic elements of this talk in chapter four. in short, whether ce functions effectively in these or other ways and how teachers use ce to achieve the most considerable teaching quality are the major subjects of this thesis. 55 conclusion to pay special attention to ce is as important as to the methods for teaching esl. teaching methods guide teachers to teach successfully and to guide students to learn effectively while ce helps teachers to well transmit teaching messages and helps students to decode teaching messages. it also improves students communicative competence of spoken proficiency by bring them into practice in real classroom life. therefore, we teachers need study the ways of classroom talk while improving the teaching methods. as for how to perfectly match good teaching methods with appropriate ce to achieve optimal teaching outcomes, in addition to take language skills into consideration, we have to do more observation in the real teaching classrooms. as shown in the study, ce does greatly affect our esl classroom teaching and learning in various respects. we teachers are trying to find out more suitable classroom talking ways appropriate to different teaching environmental factors, such as teaching materials, teaching purposes and different student groups. there is by no means any uniforms for us teachers on what and how should be actually said in the esl teaching classrooms. at the present stage, we teachers of english need improve and improving our professional personal quality. one effective way is to view and emulate each others work and to exchange experiences. in addition, it is also important to strengthen the development of the professional language competence of the students in normal universities. in my opinion, a course on ce should be given to our student teachers who are studying teaching skills, and an appropriate relevant textbook in need should be compiled. i have tried, in this thesis, to contribute to the better exploitation of ce in esl classroom teaching and learning. i believe that ce is fundamental to the development of students acquiring the competence of english language. however, my study in this thesis, though it has taken much my efforts, is still superficial. further observation and research in real teaching classrooms are to be done in different perspectives. 56 appendix: tape-script of sample exploitation taped materials from the open class by mr. zeng pengfei m - monitor z - mr. zen pengfei ss - students s - one student (mr. zeng comes into the classroom.) m: stand up! z: good morning, everyone. ss: good morning, mr. zeng. z: please, sit down. monitor, is everybody present? m: (after checking) yes, everyone is here, mr. zeng. z: thank you. all right, lets start our lesson, shall we? this morning we are going to study the text of lesson 46. within the period, were going to do three main things. ok? ive planned three things for today. first, were going to listen to the tape and do some oral practice by answering the questions relevant to the text. then, im going to make explanations to your comprehension difficulties; and after that youre going to do more exercises by acting out the story. by the way, how did you all prepare the lesson? ss: read the whole text for 3 times. z: thats good. the first of all, lets go over the new words and expressions. look at the blackboard and read after me. beside journey safely hate in a minute . just then . come round. (write the word after having read it.) now, please read together. each for twice. ready? begin. ss: beside, beside, journey, journey, safely, safely, hate, hate, in a minute, in a minute, just then, just then, come round, come round z: very good. are there any questions about the new words and expressions? no? ok. song renfeng, do you like travelling? s: yes, i like travelling very much. z: why? s: i can learn a lot by travelling. z: so which places have you visited? s: well, beijing, guangzhou, shenzhen, shanghai, guilin and some other places. z: uh-huh. youre so lucky. well, well come back this topic later. now, please look at the picture here. can you guess who these people are? what do you think they are talking about? all right, you can discuss 57 with your partner. think it over.volunteers? good. wang xiao, please. s: er.i think the man is a father and .and others may be his children. z: (smiling) oh? probably. ok, discuss with your neighbors. any different ideas? lin lili. s: is it a family? it seems to me that they are parents and their children. z: (tacitly approved) fine. now then, more discussion on what they are talking about? fu mingguang, please. s: well, im not sure. er.they.they. z: go on. just tell us what you think. s: er. maybe they are talking about going out, i suppose. z: uh huh. talking about going out. ok, from which point do you think they are talking about going out? whole class. ss: they are packing up. z: good, they are packing up their things. next, lets listen to the tape and then id like you to answer the questions on the small blackboard. read them quickly, please (1.where are the greens going? 2. how long are they going for? 3.why does mrs. green hate travelling?). now, listen carefully. (tape goes on and stops.) z: now, i want you to answer these three questions in pair and now, tell me why mrs. green hates travelling. ss: (voices and noises.) z: ok. lin guomin, please. s: because the seats too narrow. z: the seats were too narrow, yes. any other reasons? no? not clear? well, lets listen to the third paragraph once more. (tape goes and stops again.) ss: the journey was always too long! z: very good. mrs. green hates traveling because together ss&z: the seats were too narrow and the journey was always too long. z: thats it! so much for listening comprehension. now, id like to clarify some phrases in the text. how do you say 乘飞机到广州 ss: go to canton by plane. z: thats right. so what does to fly to england mean in the first paragraph? wang peishan, please. s: it means to go to england by plane. z: youve got it. ok. can you find another phrase for to walk to school? whole class. 58 ss: to go to school on foot. z: thats it. fine. lets come to another phrase. to get ready to do sth. or to get ready for sth. means to well prepare to do sth. or to well prepare for sth. please get ready to translate the sentence: 请准-备- 好下午开会volunteers? lee an, please. s1: please get ready to afternoons meeting. s2: say, please get ready for afternoons meeting. s3: please get ready to have a meeting this afternoon. z: thats right. one more phrase. listen to me. tom doesnt come today. he must be ill. one more example. its a long journey. you must be very tired. so can you find the chinese meaning for must be? ss: z: ok, open your book and read the last but three sentences aloud. ss: just then there was a knock on the door. oh, that must be ling feng now! said jim. he was right. it was ling feng. z: can you guess now? ss: 一定是 z: youre right. must be means should be. in chinese 一定是or 肯定是 . then how to say 天肯定是在下雨 in english? this time, only boys, please. ss: it must be raining. z: well done! now then id like you to read the text through to see if youve got any difficulties. sound readings better. z: any help? yes? it means he will be here very soon. hes coming round means he will come here. z: stop reading, please. any more questions? no more. fine. now well summarize the story. let me give you an example first, then youll try. listen carefully. the greens were getting ready to go to england by plane one friday evening. they were packing their clothes and other things. but mrs. green hated traveling because of the narrow seats and long journey. she worried everything. mr. green managed their money and air tickets. their son, jim was going with them but their daughter, polly was not. jims friend was going to take care of her. thats all. now its your turn. please make up a summary with your partner by oral only. you have 3 minutes. take your time, please times up. now let me call on a turn. volunteer? s: let me have a try z: what do you think of zhou qiangs performance, class? 59 ss: great wonderful marvelous excellent z: excellent. thats the word. i think you can do as well as zhou qiang, cant you? sure. z: now then, shall we have a group discussion for a change? the topic is traveling. youre to report it in 5 minutes. questions on the small blackboard are for your reference. move! (note: questions on bb: do you like traveling? why or why not? which places have you visited? did you travel there by plane or by train? where are you going for the next travel?) z: well, well. youve done a good job as you were talking so actively and lively. how do you like such program? ss: exciting! z: whats your opinion, zhong huizi? s: its interesting, i think. z: thats very good. youve done well in the topic, class. now, please come back to the text again. id like you to work in three by reading the whole story once more. you have one minute only (one minute latter) havent you finished yet? ss: yes. / almost. / nearly. z: oh then, do you like to have improvisation? ss: thats what were waiting for. z: oh, really? thats great! still work in three to play the roles. one will be mr. green, one mrs. green and one the son. 3-minutes practicing be ok? ss: yes, that would be fine z: ok, class, how far have you got along with your work? ss: just once. we too. we not finished. z: oh but just go on running, please! z: all right. its 9:22 now. how about a groups performing here on the stage? (many volunteers.) ok, lin zhizhi, your group, please. ss: (warm applause after the performance.) z: well done! i always enjoy your english performances. but oh, i make it almost time. well have to stop here. s: any homework, sir? z: ah, for your homework? how about going through all the exercises on page 46 in the workbook? ss: shall we write them done or just make practice? 60 z: well, make more practice on the questions and write done the other two directly in your book. what more do you think im going to set you for homework? ss: read the end of the story in the next lesson. z: im always proud of your cleverness! heres the bell. good-bye, everyone, see you all on friday! ss: good bye, mr. zeng. 61 bibliography 1. allwright d. & bailey k.m. (1994): focus on the language classroom, cambridge university press 2. brown, g., anderson, a., shillcock, r. & yule, g. (1984): teaching talk, cambridge university press 3. chen, hansheng. 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